grade 10 unit 1: it’s all greek to me! suggested length: 4

Bracken County Schools Curriculum Guide Language Arts

Grade 10 Unit 1: It’s All Greek to Me! Suggested Length: 4 weeks

Essential Questions Core Content and Program of Studies Skills and Key Terms Classroom Instruction and Assessment Student will:

1. How does

Greek Mythology still have relevance today?

2. Why is it

important to study Greek Drama?

3. Where and how

did drama, as we know it, begin?

4. How does

drama portray real-life issues?

5. What are the connections between Mythology and Drama?

Core Content – Reading RD-10.1.0.1 Students will interpret literal

or non-literal meanings of words in a message. DOK 2

RD-10-1.0.2 Students will make predictions based on what is read. DOK 2

RD-10-1.0.4 Students will interpret the meaning of jargon, dialect, or specialized vocabulary found in a passage. DOK 2

RD-10-2.0.1 Students will paraphrase information in a passage. DOK 2

RD-10-2.0.3 Students will apply the information contained in a passage to accomplish a task/procedure or to answer questions about a passage. DOK 2

RD-10-2.0.5 Students will interpret concrete or abstract terms using context from the passage. DOK 2

RD-10-2.0.6 Students will explain the main ideas of a passage and identify the key ideas or information that support them. DOK 3

RD-10-2.0.7 Students will make inferences, draw conclusions or make generalizations based on evidence from a passage. DOK 3

RD-10-3.0.1 Students will explain or analyze how a conflict in a passage is resolved. DOK 3

RD-10-4.0.1 Students will analyze the content or make connections as it applies to students’ lives (text-to-self), real-world issues (text-to-world) or other texts (text-to-text).

RD-10-5.0.2 Students will analyze or evaluate the effectiveness of literary elements (e.g., theme, characterization, setting, point of view, conflict and resolution, plot, structure) within a

Metaphor Extended metaphor Theme Inference Word Choice Foreshadowing Dramatic irony Ellipitcal Constructions Alliteration Causation Repetition

Mythology Mt. Olympus and the 12

Olympiads Homer – The Iliad and

The Odyssey Drama Suspense Desperate situation Tragic Flaw External conflict Internal conflict Climax Protagonist Antagonist Hypocrite Theatron Orchestra Skene Parados Chorus Choragus Ode Strophe Antistrophe

Read and interpret several mythological stories from Edith Hamilton’s Mythology

Explain how mythology is still a part of our culture by using a Venn Diagram, T-Chart, or Listing.

Describe how the Greeks viewed their gods and religion through analyzing the text.

Use a variety of reading strategies (silent reading, teacher-read-aloud, student-read-aloud) to read selections from Ulysses

Discuss what makes a “hero” in small groups Defend a position on whether Ulysses (Odysseus) is a

hero Do research on a particular god or goddess including

their motivation, portrayal in literature, and importance to the Greeks themselves.

Use a variety of reading strategies, such as reading with a CD, reading aloud, silent reading, and using glosses and side notes to read as well as taking Cornell Notes as reading: “Drama Taking Action” pp. 630-634 in text; “Greek Drama: Out of Ritual” pp. 685-687; “The Myth of Oedipus” pp. 688-689; “Antigone” pp. 691-739.

Use a Venn Diagram to compare/contrast “The Myth of Oedipus” pp. 688-689 to the Edith Hamilton version.

After reading the play, “Antigone”, write a compare/contrast essay about Antigone and Ismene.

Read each text with emphasis on the way readers make meaning from a text, such as connecting the text with articles and other materials that students have read and seen

Take notes using the Cornell Notes format by highlighting key points in teacher given article, "Drama Festival to Honor Dionysus". Students will decide in a class discussion of the article which points are important.

Interpret the importance of the festival of Dionysis in

Pathway to Proficiency 1 of 41




passage. DOK 3 RD-10-5.0.3 Students will analyze the

author’s use of literary devices in a passage (e.g., symbolism, irony, analogies, imagery, figurative language). DOK 3

RD-10-5.0.8 Students will explain how the use of text features (e.g. illustrations, charts, lists, tables, graphs, tables of contents, indexes, glossaries, headings, captions), format, or layout enhances the reader's understanding of a passage. DOK 3

Core Content – Writing WR-HS-1.1.0 Purpose/Audience: Students

will establish and maintain a focused purpose to communicate with an authentic audience by Narrowing the topic to present an idea,

theme or thesis Choosing a perspective authentic to the

writer Analyzing and addressing the needs of

the intended audience Adhering to the characteristics of the

form Applying a suitable tone Allowing voice to emerge when

appropriate DOK 4

WR-HS-1.2.0 Idea Development/Support: Students will support main ideas and deepen the audience’s understanding of purpose by Developing logical, justified, and

suitable explanations Providing relevant elaboration Explaining related connections or

the implementation of drama View a model of an ancient Greek theater and identify

the parts of the theater Use guided notes to identify and locate key facts about

the Greek theater, its actors and their costumes Use graphic organizers to identify and interpret the

conflicts, figurative language, and irony in Antigone Paraphrase the 4 Odes in Antigone Analyze characterization, motivation, theme and

metaphors in the play Antigone Discuss in small groups how the gods are involved in

the action of the play Analyze content as it applies to students’ lives or real

world issues through class discussion and written responses

Make predictions and draw conclusion about the play based on clues from the text during class discussion and written exercises

Define and employ new vocabulary from the text using context clues and a worksheet

Write sentences using models, revise punctuation and wording in a sentence

Organize information in a graphic form (e.g. graphic organizers, outlines)

Develop higher-level thinking questions using CATS vocabulary that will be used in whole class round-table discussion of the play.

Assessment: Students will write their own myth. Writing-to-learn as a daily check for understanding Complete a comprehension assessment at the end of

each scene in the play which will include questions about how mythology is an important part of Greek Drama.

Complete a comprehension assessment at the end of the unit, including open response items

Give an oral presentation with a visual aid after





reflections Applying idea development strategies

appropriate to the form DOK 4

WR-HS-2.3.0 Organization: Students will create unity and coherence to accomplish the focused purpose by Engaging the audience Establishing a context for reading

when appropriate Communicating ideas and support in a

meaningful order Applying transitions and transitional

elements to guide the reader through the piece

Developing effective closure DOK 3. WR-HS-2.4.0 Sentence Structure: Students

will create effective sentences by Applying a variety of structures and

lengths Maintaining parallel structure Developing complete and correct

sentences unless using unconventional structures for effect when appropriate DOK 3

WR-HS-3.5.0 Language: Students will

exemplify effective language choices by Apply correct grammar and usage Applying concise use of language Incorporating strong verbs, precise

nouns, concrete details, and sensory details

Applying language appropriate to the content, purpose and audience DOK 2

WR-HS-3.6.0 Correctness: Students will

communicate clearly by

research of print and non print materials on a god or goddess

Weekly assessed on grammar mechanics and usage.





Applying correct spelling Applying correct punctuation Applying correct capitalization Incorporating acceptable departure

from standard correctness to enhance meaning when appropriate

Incorporating appropriate documentation of ideas and information from outside sources (e.g., citing authors or titles within the text, listing sources, documenting sources in text and/or on a Work Cited page) DOK 2

WR-HS-4.8.0 Prewriting:

Establishing a purpose and central/controlling idea or focus

Identifying and analyzing the audience Determining the most appropriate form to

meet the needs of purpose and audience Generating ideas (e.g., mapping,

webbing, note taking, interviewing, researching, and other writing-to-learn activities)

Organizing ideas – examining other models of good writing and appropriate text structures to match purpose and organize information

WR-HS-4.9.0 Drafting Writing draft(s) for an intended audience Developing topic, elaborating ideas,

exploring sentence variety and language use

WR-HS-4.10.0 Revising (Content/Ideas) Reflecting to determine where to add,

delete, rearrange, define/redefine, or elaborate content





Conferencing with teacher or peer(s) to help determine where to add, delete, rearrange, define/redefine, or elaborate content

Checking for accuracy of content Considering voice, tone, style, intended

audience, coherence, transitions, pacing Comparing with rubric criteria and

anchor papers/models Considering effectiveness of language

usage and sentences to communicate ideas

Revising Skills Idea Development

Students will narrow topic for selected writing.

Students will identify topic sentence of a paragraph that is purposefully placed to enhance reader awareness.

Students will select appropriate supporting details relevant to a specific writing category (e.g., dialogue, predictions, findings from research, needed definitions, causes and effects, comparisons, contrasts, reference to concepts).

Students will delete extraneous/irrelevant materials.

Organization Students will correct sentences that are

out of chronological/sequential order or insert new sentences in the correct chronological/sequential position.

Students will compose effective and subtle transitions.

Students will develop effective introductions and closures for writing.





Students will apply appropriate usage of parallelism (e.g. word forms, lists, phrases, clauses, sentences, organization, idea development).

Word Choice Students will eliminate redundant words

and phrases Students will apply the most specific

word for use in a sentence

WR-HS-4.11.0 Editing (Conventions and Mechanics) Checking for correctness with self,

teacher or peer(s) Language usage Sentence structure Spelling Capitalization Punctuation Documentation of sources

Using resources to support editing (e.g., spell check, dictionaries, thesauri, handbooks)

Editing Skills Language Usage

Students will apply knowledge of subject/verb agreement with both singular and plural subjects.

Students will apply knowledge of present, past and future tenses.

Students will apply knowledge of comparative and superlative forms of adjectives and adverbs.


Students will apply knowledge of special





problems in usage, (i.e., a/an, to/two/too, their/there/they’re), and pronoun references and double negatives.

Students will apply knowledge of idiomatic expressions.

WR-HS-4.12.0 Publishing

Sharing final piece with intended audience

Program of Studies ELA-EIII-R-1 analyze and evaluate the four

types of reading materials (literary, informational, practical/workplace, and persuasive) in both print and nonprint (e.g., computer, media) formats

ELA-EIII-R-2 read and analyze classic and contemporary literature as representative of the many dimensions of the human experience.

ELA-EIII-R-4 apply a knowledge of literary terms and concepts (e.g., theme, symbolism, tone) to analyze literature

ELA-EIII-R-5 apply analytical reading skills to make connections to the real world

ELA-EIII-R-7 interpret multiple meanings of vocabulary in context

ELA-EIII-W-1 use writing-to-learn (e.g., note taking, reflective response, response journals, logs) as a basis for developing literary writing (e.g., stories, poems, scripts, plays)

ELA-EIII-W-2 use writing-to-demonstrate-learning strategies in situations such as essays, essay tests, and open-response questions

ELA-EIII-W-3 continue to develop transactive writing (writing produced for authentic purposes and audiences beyond completing





an assignment to demonstrate learning) which applies knowledge of conventions of various print and nonprint (e.g., computers, electronic media) resources

ELA-EIII-W-4 continue to develop personal (e.g., personal narratives, memoirs, personal essays) and literary writing

ELA-EIII-W-5 tailor use of language and conventions (e.g., mechanics, formatting, grammar) for a variety of audiences, purposes, and situations

ELA-EIII-W-6 critique own and others’ works based on criteria for effective writing, including awareness of audiences and purpose, organization, idea development, and standards of correctness (e.g., mechanics, grammar, spelling)

ELA-EIII-SLO-2 apply critical listening/observing skills to analyze nonprint (e.g., computers, electronic media) materials (additional supporting Academic Expectations 5.1)

ELA-EIII-SLO-3 collaborate to solve problems (e.g. panel discussions, simulations) (additional supporting Academic Expectations 5.5)

ELA-EIII-I-1 locate and analyze a variety of appropriate sources to obtain information for specific needs

ELA-EIIII-2 paraphrase and summarize to adapt information for specific purposes (additional supporting Academic Expectations 5.3)

ELA-EIII-T-1 use a variety of multimedia tools (e.g., audio, video, computer presentation programs) to enhance presentations



Grade 10 Unit 2: “Camelot! Camelot!” Suggested Length: 3 Weeks


1. What are the characteristics of a medieval romance?

2. What is the

knight’s chivalric code of conduct?

3. What qualities

do you associate with the word hero?

4. How does

someone in today’s world prove his/her heroism?

5. What legacy

has the Arthurian Legends left behind?

6. How have movies made an impact on how we interpret Arthurian Legends?


or non-literal meanings of words in a passage. DOK 2


RD-10-1.0.4 Students will interpret the meaning of jargon, dialect or specialized vocabulary found in a passage. DOK 2





RD-10-5.0.2 Students will analyze or evaluate the effectiveness of literary elements (e.g., theme, characterization, setting, point of view, conflict and resolution, plot, structure) within a passage. DOK 3

RD-10-5.0.3 Students will analyze the author’s use of literary devices in a passage (e.g., symbolism, irony, analogies, imagery, figurative language). DOK 3

RD-10-5.0.5 Students will compare or contrast elements, views, ideas or events presented in one or more passages. DOK 3

Imagery Inference Tone Metaphor Specialized Vocabulary Syle Compare/Contrast Alliteration Symbol Foreshadowing Personification Irony Satire

Archetypes Romance literature Medieval romance Chivalry Quests Hero Arthurian legends Holy Grail Medieval court life

terms (heralds, armor, towers, proclamation, the Court, jousts, paramours)

Critical Review Venn diagram Blank verse

Summarize in notebook the history of medieval

romance after reading orally information in textbook on pages 948 – 949

Take notes over literary archetypes from PowerPoint Use archetype notes throughout unit to identify in King

Arthur stories and other readings. Use Cornell Note style to take notes over PowerPoint

on Medieval Characteristics and King Arthur Watch and take notes on Biography movie over King

Arthur Read “The Sword In The Stone” by Sir Thomas

Mallory and “Arthur Becomes King” by T. H. White-Identify the heroic traits and medieval romance characteristics in the 2 stories

Create a Venn diagram comparing/contrasting these 2 stories

Read and act out scenes from musical Camelot entitled “The Round Table” – Discuss differences between Arthur in stories already read

View specific scenes from the video “Camelot!” Read “The Tale of Sir Lancelot du Lake” and pick out

heroic traits and medieval romance characteristics Create a graphic organizer for each Arthurian legend

identifying the characteristics of a medieval romance and the characteristics of a hero-knight found in the story

Read “The Tale of Sir Gareth” – Do an in-depth listing of medieval romance characteristics from this story

Read “The Death of Arthur” by Thomas Mallory and “The Passing of Arthur” by Alfred, Lord Tennyson – Compare /contrast different types of writing (narrative vs. blank verse)

Identify poetical devices found in “The Passing of Arthur” (metaphor, simile, irony, personification, alliteration, imagery, symbol, foreshadowing)

Listen to various selections on audio tapes Watch clips from Monty Python and the Holy Grail





RD-10-5.0.9 Students will analyze the effectiveness of the organizational patterns in a passage (e.g. cause and effect, repetition, comparison and contrast, sequence, generalizations) for fulfilling the purpose of the passage. DOK 3







appropriate DOK 4





WR-HS-2.3.0 Organization: Students will create unity and coherence to accomplish

and discuss why this is a satire. Watch clips from First Knight and Excaliber and

dicuss how they compare/contrast to the stories read

Using archetype notes and information from class discsussions, students will work on an idependent archetype project due at the end of the unit.

Write a compare/contrast essay using at least one story and one visual medium and discuss the characterization of King Arthur.

Relate knowledge through teacher-created curriculum activities on each selection read: graphic organizers, multiple choice questions, open response questions

Be assessed on check-up quizzes over material read and covered in class

Evaluate the unit through a reading comprehension and multiple choice test and one open response question relating to the characteristics of a medieval romance picking any one of the numerous stories read using the writing strategies studied and following the scoring guide and rubric provided





the focused purpose by Engaging the audience Establishing a context for reading













communicate clearly by Applying correct spelling Applying correct punctuation Applying correct capitalization Incorporating acceptable departure

















Conferencing with teacher or peer(s) to help determine where to add, delete, rearrange, define/redefine, or elaborate content



















Word Choice





Students will eliminate redundant words and phrases

Students will apply the most specific word for use in a sentence









Students will apply knowledge of special problems in usage, (i.e., a/an, to/two/too, their/there/they’re), and pronoun references and double negatives.






WR-HS-4.12.0 Publishing Sharing final piece with intended

audience Program of Studies ELA-EII-R-2 read and analyze classic

materials ELA-EII-R-3 respond critically to and

analyze a variety of literary genres (e.g., novels, essays, short stories, poetry, drama) from various periods (e.g., Renaissance, Romantic, Contemporary).

ELA-EII-R-4 interpret structure and organization (e.g., page layout/format, organizational aids, graphics) from selected readings.

ELA-EII-R-5 identify authors’ points of view ELA-EII-R-6 select and read materials for

enjoyment. ELA-EII-R-7 understand vocabulary in

context (e.g., “loaded” words, specialized vocabulary, connotation/denotation, jargon).

ELA-EII-W-1 use writing-to-learn strategies such as note taking

ELA-EII-W-2 apply writing-to-demonstrate-learning strategies in situations such as essay tests and open-response questions.

ELA-EII-W-4 write personal pieces (personal essays) to communicate ideas.

ELA-EII-W-5 use organizational signals (e.g., bullets, lists, layout, charts, graphs, embedded visuals) in transactive writing to accomplish specific purposes and meet readers’ needs.

ELA-EII-SLO-2 develop and apply appropriate verbal and nonverbal elements of delivery (e.g., gestures, facial expressions,





tone, volume, rate). ELA-EII-SLO-3 practice critical listening,

observing, and thinking skills ELA-EII-SLO-4 apply language structure and

conventions for correctness, style, and tone in students’ own speaking.

Grade 10 Unit 3: Freedom of Speech and Fahrenheit 451

by Ray Bradbury Suggested Length: 3 Weeks


1. Why is the

written word important to society?

2. How does the First Amendment relate to this novel?

3. What can studying literature tell us about our culture and society?

Core Content – Reading RD-10-1.0.2 Students will make predictions

based on what is read. DOK 2 RD-10.1.0.1 Students will interpret literal






RD-10-3.0.1 Students will explain or analyze how a conflict in a passage is

Style Tone Irony Characterization Symbolism Theme Imagery Foreshadowing Personification Motif Paradox Dilemma

Dystopia Plot Setting Turning point Climax Resolution Conflict

Listen to an excerpt of the author, Ray Bradbury,

reading the first few pages of Fahrenheit 451. Predict what the book will be about and what is happening.

Take notes over the author and literary period using Cornell Notes.

Discuss First Amendment and why it was created. Go to website www.raybradbury.com and select an

article about the author or book and write a summary over the article.

After reading the chapter “The Hearth and the Salamander” listen to a short interview with the author and discuss why he wrote the book.

During and after reading the novel, select and critique literary terms from text through class and group discussions

Practice pre-reading activities on Fahrenheit 451 Read novel in class (silently and aloud) and analyze

literary devices through teacher-guided activities. Learn how to take notes as reading to further enhance

understanding of literary devices and plot structure. Discuss themes of the novel in writing and orally in


http://www.raybradbury.com/


Grade 10 Unit 3: Freedom of Speech and Fahrenheit 451 by Ray Bradbury

Suggested Length: 3 Weeks


resolved. DOK 3 RD-10-3.0.2 Students will identify or

explain an author’s purpose in a passage. DOK 2

RD-10-3.0.4 Students will accept or reject an argument, giving supporting evidence from the passage. DOK 3

RD-10-3.0.3 Students will explain an author’s position based on evidence in a passage. DOK 2

RD-10-3.0.6 Students will analyze the relationship between a speaker’s or character’s motivation and behavior in a passage, as revealed by the dilemmas. DOK 3




RD-10-5.0.4 Students will critique the author’s word choice, style, tone or content. DOK 3


groups. Students will read teacher selected critical essays on

Fahrenheit 451,and in groups analyze the essays. Students will engage in roundtable discussions over the

novel in which they create analytical questions to ask their peers and facilitate discussion.

Students will create a moments sheet in which they select important passages and discuss literary devices and their significance to the novel.

Evaluate the novel through multiple choice and open response questions






Core Content – Writing WR-HS-1.2.0 Idea Development/Support:

Students will support main ideas and deepen the audience’s understanding of purpose by Developing logical, justified and



appropriate to the form DOK 4 WR-HS-2.3.0 Organization: Students will

create unity and coherence to accomplish the focused purpose by Engaging the audience Establishing a context for reading




Developing effective closure DOK 3 Program of Studies EII-R-3 respond critically to and analyze a

variety of literary genres (e.g., novels, essays, short stories, poetry, drama) from various periods (e.g., Renaissance, Romantic, Contemporary).

EII-R-5 identify authors’ points of view, persuasive and propaganda techniques, and facts/opinions, especially in persuasive






passages. EII-R-7 understand vocabulary in context

(e.g., “loaded” words, specialized vocabulary, connotation/denotation, jargon).

EII-W-1 use writing-to-learn strategies such as note taking, reflective response, response journals, and logs to make personal connections, to form ideas, and to complete tasks (additional supporting Academic Expectations 1.10, 6.3).

EII-W-2 apply writing-to-demonstrate-learning strategies in situations such as essays, essay tests, and open-response questions.

EII-W-4 write personal pieces (e.g., personal narratives, memoirs, personal essays) to communicate ideas, meet readers’ needs.

EII-W-7 critique own and others’ works based on criteria for effective writing, including awareness of audience and purpose, organization, idea development, and standards of correctness (e.g., mechanics, grammar, spelling).

EII-SLO- 2 develop and apply appropriate verbal and nonverbal elements of delivery (e.g., gestures, facial expressions, tone, volume, rate).

EII-SLO-3 practice critical listening, observing, and thinking skills to make informed judgments of and responses to persuasive media and performances (additional supporting Academic Expectations 5.1, 5.4).

EII-SLO-4 apply language structure and conventions for correctness, style, and tone in students’ own speaking.



Grade 10 Unit 4: “Around The World In 12 Days”-

World Literature Suggested Length: 2 Weeks


1. What is

Western Literature and how does it affect my life?

2. What is the

difference between wisdom and knowledge?

3. Why did people

write parables? Are they still useful today?

4. How does

didactic literature reflect the culture of a certain people?

5. What is Chinese

philosophy and how can we relate it to our society?

6. Why is it

important to study World Literature?

Core Content – Reading RD-10-1.0.1 Students will interpret literal









RD-10-4.0.2 Students will use evidence from a passage to formulate opinions in response to a reading passage.

RD-10-5.0.1 Students will compare and contrast the characteristics of a variety of literary genres. DOK 3

RD-10-5.0.2 Students will analyze or

Parallel structure Allusion Imagery Paradox Diction Inference Purpose Style Tone Causation Metaphor Theme

Didactic literature Parable Anecdote Aphorism/ maxim Taoism Confucianism Buddhism Fable Personal essay Venn diagram Rhymed quatrains Yin yang symbol Beast fable Haiku

Summarize in notebook the history of The Bible and

sources for allusions in Western Literature after lecture by teacher.

Identify specific terms relating to different types of world writings

Compare Biblical account of “Abraham and Isaac” to poem “The Parable of the Old Man and the Young” using this same story.

Create a chart/diagram showing how Abraham’s culture and our culture are alike and different and share with class through oral presentation.

Identify parallel structure in poetry to “Psalm 23” and “To Every Thing There Is A Season”.

Listen to “Turn, Turn, Turn” by the Byrds. Analyze the song and compare the lyrics to “To Every Thing There is a Season.

Identify metaphors and other figures of speech in Biblical passages.

Read “The Parable of The Prodigal Son” and 3 poems relating to this theme – discuss how the father’s character and the son’s character differ in the various selections. Make a three-part Venn diagram using the parable and two poems to show how the characters differ.

Interpret scripture after reading “The Greatest of These Is Charity”

Quick write journal entries daily before reading next selection.

Read and comprehend the meaning of didactic literature and the different types

Interpret suras, sayings and poems from The Koran. Read and interpret 5 verses from “The Rubaiyat” Read and interpret Taoist anecdotes (Chinese

literature) and the use of paradox



Grade 10 Unit 4: “Around The World In 12 Days”- World Literature



evaluate the effectiveness of literary elements (e.g., theme, characterization, setting, point of view, conflict and resolution, plot, structure) within a passage. DOK 3


RD-10-5.0.4 Students will critique the author’s word choice, style, tone or content. DOK 3

RD-10-5.0.5 Students will compare or contrast elements, views, ideas, or events presented in one or more passages. DOK 4


Core Content – Writing WR-HS-1.2.0 Idea Development/Support:





WR-HS-2.3.0 Organization: Students will create unity and coherence to accomplish

Distinguish the differences between Confucianism and Taoism by creating a Venn diagram using notes taken in class from the textbook

Read examples of haiku and interpret haiku Create 3 haiku using rubric Read and interpret Zen Buddhism through parable Read and interpret Brahmanism and beast fables

through “The Tiger, The Brahman, and The Jackal” Create a Venn diagram or a compare/contrast chart

with a beast fable (“The Tiger, etc.”) and a modern fable (“The Scotty Who Knew Too Much”)

Paraphrase in group discussions the different passages Relate knowledge through teacher-created activities on

each selection read: paraphrase, graphic organizers, short answer, multiple choice, open response

Evaluate the unit through an open response question using the writing strategies studied and following the scoring guide provided






the focused purpose by Engaging the audience Establishing a context for reading




Developing effective closure DOK 3

Program of Studies EII-R-2 read and analyze classic and

contemporary materials (e.g., essays, speeches).

EII-R-3 respond critically to and analyze a variety of literary genres from various periods

EII-R-4 interpret structure and organization from selected readings.

EII-R- 5 identify authors’ points of view EII-R-7 understand vocabulary in context

(e.g., “loaded” words, specialized vocabulary, connotation/denotation, jargon).



ELA-EII-W-4 write personal pieces (personal essays) to communicate ideas.

ELA-EII-W-5 use organizational signals (e.g.,






bullets, lists, layout, charts, graphs, embedded visuals) in transactive writing to accomplish specific purposes and meet readers’ needs.

ELA-EII-W-7 critique own and others’ works based on criteria for effective writing, including awareness of audience and purpose, organization, idea development, and standards of correctness (e.g., mechanics, grammar, spelling).

ELA-EII-SLO-3 practice critical listening, observing, and thinking skills

ELA-EII-SLO-4 apply language structure and conventions for correctness, style, and tone in students’ own speaking.

Grade 10 Unit 5: “Friends, Romans, Countrymen, Gimme

Your Ears”- Julius Caesar Suggested Length: 5 weeks

Essential Questions Core Content and Program of Studies Skills and Key Terms Classroom Instruction and Assessment

Student will: 1. Who is William

Shakespeare and what effect has he made on literature?

2. How is his work relevant today?

3. Why is

persuasive writing and important

Core Content – Reading RD-10-1.0.1 Students will interpret literal





RD-10-2.0.6 Students will explain the main ideas of a passage and identify the key

Persuasive techniques Paraphrasing Dramatic irony Metaphor Foreshadowing Tone Style Theme Inference Characterization Personification Diction Compare/Contrast Causation

Summarize in notebook the life of William

Shakespeare and Elizabethan Period from the text background information (762 – 768)

Students will complete a SIM (stand alone instructional module) based on the readings and notes taken.

Watch clips from United Streaming and Biography on ancient Rome and Julius Caesar and take notes. Students will discuss their preconceived notions about this time in history.

Summarize as a group the historical information on Julius Caesar from pages 769 – 770 and put in notebooks

Students will complete an opinionare with questions relating to themes in the play. They will get into



Grade 10 Unit 5: “Friends, Romans, Countrymen, Gimme Your Ears”- Julius Caesar

Suggested Length: 5 weeks


writing genre?

4. Why is it important to study Roman culture?

ideas or information that support them. DOK 3



RD-10-3.0.5 Students will analyze an argument giving supporting evidence from the passage. DOK 3

RD-10-3.0.6 Students will analyze the relationship between a speaker's or character's motivation and behavior in a passage, as revealed by the dilemmas. DOK 3

RD-10-3.0.9 Students will explain the appropriateness of the author’s content for an intended audience. DOK 3


RD-10-5.0.1 Students will compare and contrast the characteristics of a variety of literary genres. DOK 3



RD-10-5.0.5 Students will compare or contrast elements, views, ideas, events presented in one or more passages. DOK 4

Symbolism Verbal irony Mood Conflict Alliteration Assonance Apostrophe

Tragedy Anachronism Soliloquy Monologue Prologue Chorus Triumvirate Archaic terms no longer

used in everyday speech Elizabethan Theater Elizabethan Actors Tragic hero Puns

groups and debate their stance. Take notes over persuasive techniques and discuss why

it is important to know them. Take notes over Puns and be able to recognize and

explain the puns used in the play. Why do authors use puns?

Identify specific literary terms (plot, character, setting, conflict, metaphors/similes, theme, point of view) as students read the play using guided, note-taking split notes

Interpret and apply specialized Renaissance vocabulary Students will act out various scenes as selected by

teacher and will “teach” the class their particular section.

Students will watch various film productions of Julius Caesar and will create a Venn Diagram.

Compare original text to modern text in parallel format. Interpret various scenes through oral presentations Apply previous knowledge of tragedy and tragic hero

and create a Venn diagram on Elizabethan and Greek drama and present- day drama

Students will learn how to document sources using MLA format, research a topic and finding credible sources, and how to effectively write a research paper.

Students will write a research paper choosing a topic

from a list provided by the teacher about Roman history and will present this information to the class using either PowerPoint or some other form of media.

Relate knowledge through teacher-created activities beginning with Act I and continuing through Act V: paraphrase, graphic organizers fill in the blank, short answer, essay, multiple choice, open response

Paraphrase in group discussions each act and give some open response questions to assess

Study and interpret Brutus and Anthony’s famous funeral speeches and paraphrase them into student’s own language






RD-10-5.0.8 Students will explain how the use of text features (e.g., illustrations, charts, lists, tables, graphs, tables of contents, indexes, glossaries, headings, captions), format, or layout enhances the reader’s understanding of a passage. DOK 3







appropriate DOK 4





Answer several open response questions concerning the play using the writing strategies studied and following the scoring guide and rubric provided

Evaluate the play through multiple choice, listing and open response questions






WR-HS-2.3.0 Organization: Students will create unity and coherence to accomplish the focused purpose by Engaging the audience Establishing a context for reading













communicate clearly by Applying correct spelling Applying correct punctuation Applying correct capitalization






Incorporating acceptable departure from standard correctness to enhance meaning when appropriate












Conferencing with teacher or peer(s) to help determine where to add, delete,






rearrange, define/redefine, or elaborate content














Students will apply appropriate usage of






parallelism (e.g. word forms, lists, phrases, clauses, sentences, organization, idea development).

Word Choice Students will eliminate redundant words

and phrases Students will apply the most specific

word for use in a sentence









Students will apply knowledge of special






problems in usage, (i.e., a/an, to/two/too, their/there/they’re), and pronoun references and double negatives.




Program of Studies EII-R-2 read and analyze classic persuasive

materials (e.g., speeches). EII-R-3 respond critically to and analyze a

variety of literary genres (e.g., novels, essays, short stories, poetry, drama) from various periods (e.g., Renaissance

EII-R-5 identify authors’ points of view, persuasive and propaganda techniques, and facts/opinions, especially in persuasive passages.

EII-R-7 understand vocabulary in context (e.g., “loaded” words, specialized vocabulary, connotation/denotation, jargon).



EII-W-3 write transactive pieces (writing produced for authentic purposes and audiences beyond completing an assignment






to demonstrate learning) that demonstrate independent thinking about content and structure observed in persuasive reading.

EII-SLO-1 analyze persuasive techniques when listening and observing to make informed decisions, and apply persuasive techniques when speaking (additional supporting Academic Expectations 5.1, 5.4).

EII-SLO-2 develop and apply appropriate verbal and nonverbal elements of delivery (e.g., gestures, facial expressions, tone, volume, rate).

EII-SLO-3 practice critical listening, observing, and thinking skills to make informed judgments of and responses to persuasive media and performances (additional supporting Academic Expectations 5.1, 5.4).

EII-SLO-4 apply language structure and conventions for correctness, style, and tone in students’ own speaking.

Grade 10 Unit 6: The Holocaust and Night by Elie Wiesel Suggested Length: 3-4 weeks

Essential Questions

Core Content and Program of Studies Skills and Key Terms Classroom Instruction and Assessment Student will:



Grade 10 Suggested Length: 3-4 weeks Unit 6: The Holocaust and Night by Elie Wiesel

Essential Questions


1. What is the

Holocaust and why is it important to study it?

2. What is a

memoir? 3. How can

literature help us to understand the past, present, and future?

4. How does

extreme suffering effect one’s perception of the world?

5. Why is it

important to study historical literature?




RD-10-1.0.4 Students will interpret the meaning of jargon, dialect or specialized vocabulary found in a passage. DOK 2


RD-10-2.0.3 Students will the information contained in a passage to accomplish a task/procedure or to answer questions about a passage. DOK 2






RD-10-5.0.2 Students will analyze or evaluate the effectiveness of literary elements (e.g., theme, characterization, setting, point of view, conflict and

Motif Style Tone Theme Symbolism Foreshadowing Inference

Point of view Setting Conflict Terms related to the

Jewish faith and culture Memoir Holocaust Concentration Camp

For background knowledge, students will take notes over the Holocaust using the Cornell style

Students will have class and group discussions about the Holocaust after watching clips from documentaries and movies depicting the Holocaust.

Students will define terms related to Jewish faith and culture.

Based on the historical knowledge they have, students will predict what the story will be about.

Students will read silently and aloud in class and take notes over literary elements as they are reading.

Respond to a variety of non-fiction essays about WWII and the Holocaust.

Analyze and interpret the story using teacher-guided activities.

Students will use several reading strategies that will help them make meanings of the text including making connections.

Compose journal entries or reflective writings that will later become sources for personal narrative topics

Analyze content as it applies to students’ lives or real world issues

Make predictions and draw conclusions about a text using clues from the text

Define and employ new vocabulary Write sentences using models, revise sentence

fragments and sentence beginnings and correct run-on sentences

Students will complete a moments sheet in which they discuss significant passages in the story and analyze literary devices.

Students will take an essay test at the end of each chapter.

Students will create and answer DOK 3 and DOK 4 level questions and answer them in groups.

Complete a comphrensive test over the novel,




Essential Questions


resolution, plot, structure) within a passage. DOK 3









appropriate DOK 4 WR-HS-1.2.0 Idea Development/Support:


suitable explanations Providing relevant elaboration

including questions pertaining to skills in which they will receive reading passages not yet read.

Plan, draft, revise, edit, proof, and publish a personal narrative




Essential Questions


Explaining related connections or reflections

Applying idea development strategies appropriate to the form DOK 4

WR-HS-2.3.0 Organization: Students will

create unity and coherence to accomplish the focused purpose by Engaging the audience Establishing a context for reading




Developing effective closure DOK 3

WR-HS-1.1.02 In Literary Writing, Students will communicate to an

audience about the human condition (e.g., by painting a picture, recreating a feeling, telling a story, capturing a moment, evoking an image, or showing an extraordinary perception of the ordinary).

Students will apply characteristics of the selected form (e.g., short story, play/script, poem).

Students will sustain point of view. Students will sustain a suitable tone or

appropriate voice. Students will apply fictional perspective

in literary writing when appropriate. WR-HS-1.2.2 In Personal Expressive

/Literary Writing Students will communicate theme/main

idea through use of literary elements




Essential Questions


appropriate to the genre: Students will develop characters

(fictional/non-fictional) through emotions, actions, reactions, actions, reactions, descriptions, thoughts, or dialogue when appropriate

Students will develop plot/story line appropriate to form.

Students will develop an appropriate setting, mood, scene, image or feeling.

Students will incorporate literary or poetic devices (e.g., simile, metaphor, personification) for an intentional effect.

Students will incorporate reflection, insight and analysis when appropriate.

WR-HS-2.4.0 Sentence Structure: Students





exemplify effective language choices by Language: Students will exemplify

effective language correct grammar and usage

Applying concise use of language Incorporating strong verbs, precise


Applying language appropriate to the content, purpose, and audience DOK 2




Essential Questions


WR-HS-3.6.0 Correctness: Students will communicate clearly by Applying correct spelling Applying correct punctuation Applying correct capitalization Incorporating acceptable departure


Incorporating appropriate documentation of ideas and information from outside sources (e.g., citing authors or titles within the text, listing sources, documenting sources in text and/or on a Works Cited page) DOK 2






Organizing ideas –examining other models of good writing and appropriate text structures to match purpose and organize information



WR-HS-4.10.0 Revising (Content/Ideas)




Essential Questions


Reflecting to determine where to add, delete, rearrange, define/redefine, or elaborate content

Conferencing with teacher or peer(s)to help to determine where to add, delete, rearrange, define/redefine, or elaborate content






Students will narrow topic for selected writing

Students will identify topic sentence of a paragraph that is purposefully placed to enhance reader awareness

Students will select appropriate supporting details relevant to a specific writing category (e.g., dialogue, predictions, findings from research, needed definitions, causes and effects, comparisons, contrasts, reference to concepts)

Students will delete extraneous/irrelevant materials






Essential Questions





Word Choice

Students will eliminate redundant words and phrases.

Students will apply the most specific word for use in a sentence.







Students will apply knowledge of comparative and superlative forms of




Essential Questions


adjectives and adverbs. Students will apply knowledge of special

problems in usage, (i.e., a/an, to/two/too, their/there/they’re), pronoun references and double negatives.




Program of Studies ELA-EIII-R-1 analyze and evaluate the four

types of reading materials (literary, informational, practical/workplace, and persuasive) in both print and nonprint (e.g., computer, media) formats

ELA-EIII-R- read and analyze classic and contemporary literature as representative of the many dimensions of the human experience.

ELA-EIII-R-4 apply a knowledge of literary terms and concepts (e.g., theme, symbolism, tone) to analyze literature

ELA-EIII-R-5 apply analytical reading skills to make connections to the real world

ELA-EIII-R-7 interpret multiple meanings of vocabulary in context

ELA-EIII-W-1 use writing-to-learn (e.g., note taking, reflective response, response journals, logs) as a basis for developing literary writing (e.g., stories, poems, scripts, plays)

ELA-EIII-W-2 use writing-to-demonstrate-learning strategies in situations such as essays, essay tests, and open-response questions




Essential Questions


ELA-EIII-W-3 continue to develop transactive writing (writing produced for authentic purposes and audiences beyond completing an assignment to demonstrate learning) which applies knowledge of conventions of various print and nonprint (e.g., computers, electronic media) resources

ELA-EIII-W-4 continue to develop personal (e.g., personal narratives, memoirs, personal essays) and literary writing

ELA-EIII-W-5 tailor use of language and conventions (e.g., mechanics, formatting, grammar) for a variety of audiences, purposes, and situations

ELA-EIII-W-6 critique own and others’ works based on criteria for effective writing, including awareness of audiences and purpose, organization, idea development, and standards of correctness (e.g., mechanics, grammar, spelling)

ELA-EIII-SLO-2 apply critical listening/observing skills to analyze nonprint (e.g., computers, electronic media) materials (additional supporting Academic Expectations 5.1)

ELA-EIII-SLO-3 collaborate to solve problems (e.g. panel discussions, simulations) (additional supporting Academic Expectations 5.5)

ELA-EIII-I-1 locate and analyze a variety of appropriate sources to obtain information for specific needs

ELA-EIIII-2 paraphrase and summarize to adapt information for specific purposes (additional supporting Academic Expectations 5.3)

ELA-EIII-T-1 use a variety of multimedia tools (e.g., audio, video, computer




Essential Questions


presentation programs) to enhance presentations


grade 10 unit 1: it’s all greek to me! suggested length: 4

Documents